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FrancoAngeli Journals

Articoli/Articles

V. 17 N. 1 (2026): Educare alla complessità: intersezionalità, decolonizzazione della didattica e pratiche di cura nei contesti educativi

Progettare per la pluralità: UDL, giustizia epistemica e pratiche di cura nei contesti educativi post-digitali

DOI
https://doi.org/10.3280/ess1-2026oa22581
Inviata
15 aprile 2026
Pubblicato
28-07-2026

Abstract

Il contributo propone una rilettura dell’Universal Design for Learning (UDL) come grammatica progettuale della pluralità nei contesti educativi post-digitali, articolandola attraverso tre spostamenti teorici tra loro connessi. Il primo sposta l’UDL dal piano dell’accessibilità a quello del riconoscimento epistemico, mettendolo in dialogo con la nozione di giustizia epistemica nelle sue dimensioni testimoniale ed ermeneutica. Il secondo reinterpreta la cura non come disposizione morale del singolo docente, ma come infrastruttura istituzionale delle mediazioni didattiche ordinarie. Il terzo introduce un criterio di vigilanza progettuale nei confronti degli ambienti post-digitali, nei quali ciò che risulta tecnicamente tracciabile tende a essere assunto come evidenza privilegiata dell’apprendimento. Giustizia epistemica, epistemologie situate, etica della cura e studi post-digitali vengono così messi in relazione per costruire una cornice concettuale integrata, orientata verso una giustizia curricolare, valutativa e organizzativa. Nella parte finale, il saggio discute alcune implicazioni per la progettazione didattica e la formazione docente, individuando possibili direzioni per la ricerca empirica futura.

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